<?php
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 * <https://y.st./>
 * Copyright © 2019 Alex Yst <mailto:copyright@y.st>
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**/

$xhtml = array(
	'<{title}>' => 'An even simpler design',
	'takedown' => '2017-11-01',
	'<{body}>' => <<<END
<img src="/img/CC_BY-SA_4.0/y.st./weblog/2019/05/18.jpg" alt="Clovers" class="framed-centred-image" width="800" height="480"/>
<section id="dreams">
	<h2>Dream journal</h2>
	<p>
		I dreamed I was nude at work and it was pay day.
		At first, I didn&apos;t care if people saw me nude, but then I wondered if it&apos;d impact what my boss would say about me to future potential employers.
		I wanted to be able to leave this job when the time came.
	</p>
</section>
<section id="Minetset">
	<h2>Minetest</h2>
	<p>
		My main challenge moving forward seemed to be figuring out how to add renewal of previously-finite materials using behaviours of upgraded nodes.
		I was at a loss, to be honest.
		For example, we have certain plants that don&apos;t self-propagate in the game.
		For whatever bizarre reason, these plants exist in finite numbers.
		The easy way to fix this would be to make the plants propagate as they should.
		But that doesn&apos;t involve upgraded nodes, and thus wouldn&apos;t belong in a modpack that upgrades nodes.
		I supposed one upgraded node could be a sort of base that plants grow on.
		Maybe it could look like a plant pot or something.
		Due to the ever-changing game though, I wanted to have each renewal node renew multiple things, so as things become renewable on their own in the base game, I wouldn&apos;t be left with orphaned renewal nodes.
		So how would these plant pots renew other things, such as cobble, desert sand, clay, and mese?
	</p>
	<p>
		By the end of the day, I decided I was going about this all wrong.
		The upgraded nodes would look so similar to each other, but not their base form.
		For example, there&apos;s no plant pot in the base game, but there would be some node that when upgraded with any element whatsoever would become a plant pot?
		That didn&apos;t seem right.
		I should start off by defining enhanced nodes that are much more similar to their base forms.
		Basically, all I&apos;m trying to do here is create elemental versions of those nodes anyway.
		Once the nodes are defined, I can worry more about finer details, but there&apos;s a lot I can do while sticking to the original spirit of the nodes for the most part.
		For example, a chest enhanced with the iron element might have a bigger inventory because iron is the element of ownership, in my mind.
		Meanwhile, the sand-enhanced chest, as sand is the element of destruction, might act as a garbage disposal for items.
		If I do end up getting around to adding renewal for everything, which might not even happen, it might be something as simple as having a sapling-enhanced chest, as I consider sapling to be the element of renewal.
	</p>
	<p>
		The other day, I came up with a way to get <code>minestats</code> to automatically count sand dropped when digging sandstone.
		In that entry, I wrote that I was looking forward to trying to figure out how to get other things automatically counted as well that previously haven&apos;t been.
		That same day, though after I&apos;d written up my journal entry for the day, I figured out how to get mushrooms and ice counted.
		I haven&apos;t programmed that yet, but it&apos;s as simple as checking the node textures.
		These nodes pretty much drop themselves, but under a different name, which is what makes them something we should count.
		But because they&apos;re practically the same node, they use the same textures.
		That&apos;s something we can easily check for.
		I can&apos;t recall all what else I need to add counting logic for for sure, but I know coral skeletons and the original farming seeds are on the list.
		Coral&apos;s going to be tough.
		I&apos;m not sure I can figure that out just yet.
		I&apos;m not sure if the seeds will be much of a challenge, but even if I fail with those, the way seed are implemented in the game has been improved, and the new seeds that replaced the old are detected just fine by the same logic used to detect sapling drops.
	</p>
</section>
<section id="diet">
	<h2>Dietary intake</h2>
	<p>
		For breakfast, I had a salad with sunflower seeds, seasoning salt, and balsamic vinegar, totalling 203 grams.
		For dinner, I had spaghetti with cashew sauce and sliced veggie dogs, totalling 673 grams.
		I ended up eating part of my weighed dinner for lunch as well.
		My cashew sauce came out much better this time.
		I wish I&apos;d paid more attention to the amounts of each ingredient I&apos;d used.
		I intentionally doubled the amount of nutmeg, but for the other ingredients, I just wasn&apos;t as precise in meeting the recipe, ending up up to a few grams off on some things.
		I ended up not leaving enough of my dinner to actually have for dinner, and had to supplement with an energy bar.
	</p>
</section>
<section id="rings">
	<h2>Rings</h2>
	<p>
		The representative at the ring store insisted that I not pay the exchange fee, so I guess I&apos;ll stop pushing and get the ring mailed back on Monday.
		I really don&apos;t mind paying for that mistake on my part though.
	</p>
</section>
<section id="drudgery">
	<h2>Drudgery</h2>
	<p>
		My discussion posts for the day:
	</p>
	<blockquote>
		<p>
			I sort of touched on one of those a bit.
			You mention automatically marking an assignment as getting a zero if turned in late.
			As I said, at this school, the system won&apos;t even allow students to submit an assignment late, which results in a zero.
			The end result is the same, but with the way this school implements it, the computer system doesn&apos;t even need to process the assignment and mark it as a zero, as it doesn&apos;t accept it to begin with.
		</p>
		<p>
			As for notifications, those are a tricky thing.
			For example, this school send notifications via an on-site messenge system.
			However, the message system is severely broken, and I&apos;m not able to receive those messages.
			The school also sends them via email, but someone decided to modify my main email address on file to be my school email address, for some reason.
			My school inbox won&apos;t let me log in, so I don&apos;t get those notifications.
			There is also no way for students to set their main email address.
			Only the school is able to do that.
			That means that I have no way to get those notifications, and I have no idea when my work gets graded.
			If we add an automated notification feature to the workflow I described, we&apos;ve absolutely got to make sure it&apos;s actually functional, unlike the notifications here at this school.
		</p>
		<p>
			As for other automations, most of them would require modifying the system entirely.
			In my workflow graph, the student interacts directly with the professor, such as is the case in a brick-and-mortar school.
			Increasing automation necessitates putting a computer system between the people so they don&apos;t actually interact.
			Examples of this could include the assignments automatically becoming available at the scheduled time, so whoever enters them into the system could enter them days, weeks, or even months ahead of time.
			In the case of assignments with multiple-choice questions, you can even entirely have an autograder.
		</p>
	</blockquote>
	<blockquote>
		<p>
			I like your idea of providing help for students.
			Thankfully, I haven&apos;t needed too much help.
			However, there have been times when I&apos;ve needed extra advice for some subjects.
			Unfortunately, those have been courses in which the professor seems to be almost absent, not responding to emails, not posting in the forums, and just generally not being reachable.
			I&apos;m pretty sure I would have failed one of my courses if not for the help of another student.
			It wasn&apos;t even that I didn&apos;t understand the material, but that I simply didn&apos;t have the tools, and the professor was unresponsive and wouldn&apos;t advise.
			We were required to use specific Windows applications, and I don&apos;t have access to a Windows-based machine.
			Another student lent me remote access to theirs, and I ended up doing double the work, writing about how to use the tools we were assigned to use, then explaining how to use other available tools and how there was no reason we specifically needed the tools assigned.
			And on top of that, I could only work on my coursework during specific periods, as the other student only opened up remote access when I could get ahold of them and ask for it.
			(It was too dangerous to leave that open at all times; it was too easy for an attacker to exploit.)
			It was a bit of a nightmare.
		</p>
	</blockquote>
</section>
END
);
